NOTE: This is a model syllabus. It is
intended to provide students and other interested individuals with the specific
topics covered and the kinds of activities and assignments generally required
for this course. The instructor has the discretion to adjust this syllabus
each semester to fit instructional needs and concerns.
I. INSTRUCTORS
Dr. Sharon Brickman, 405-574-1231, Gary Hall, 206E
Dr. Nancy Hector, 405-574-1354, fachectorn@usao.edu, Gary Hall 101B
Mailing address: 1727 W. Alabama, Gary Hall, Chickasha, OK 73018
II. COURSE DESCRIPTION
Directed observation and limited participation in instructional environments (minimum: 20 clock-hours) with emphasis on gaining an understanding of generic teaching skills and understanding roles of the teacher in instructional environment. 1 hour. Prerequisite: EDUC 2002 or successful completion of 30 hours of college credit.
III. RATIONALE
Early in their preparation, candidates who are considering a career in education need to become aware of the roles of the teacher and the many variables affecting the education process. The course with Level I experiences should assist in deciding whether the teaching profession meets individual candidate needs and whether the prospective teacher meets the standards of the teaching profession. Various aspects of the Effective Schools teaching model are identified and introduced. Student diversity, current educational process and effective teaching strategies/ skills are observed through direct experiences in public school settings.
IV. TEXT
Moore, Kenneth (2007). Classroom Teaching Skills, 6th Ed. New York: McGraw Hill.
McElroy, L. & Hector, N. (2006). Supplement for EDUC 2011 Directed Field Experience I. Chickasha, OK: USAO
V. PROCEDURE ---be in class, listen, pay attention, follow directions, complete assignments, ask questions.
The class will meet on campus once a week for the first five weeks of the trimester. During this period necessary paperwork will be completed, field experiences will be discussed and various aspects of generic teaching skills will be addressed. Each candidate is expected to attend ALL class sessions (see section XI Policy Statement concerning missed classes).
During the next nine weeks of the trimester the candidate will spend a minimum of 20 hours in observation, 10 hours in each of two different schools at two different grade levels or specialty areas. School request forms will be completed in handwritten form and turned in at the second class meeting. The placement requests MUST be spread over the trimester and MUST be at two (2) different school sites (elementary, intermediate, middle school, junior high school, high school). One placement must be outside the candidate’s expected certification area. In NO instance may a candidate begin observations without the appropriate forms signed and submitted to course instructors.
For candidate placements other than Chickasha, Verden, Ninnekah, Amber-Pocasset, Pioneer, Anadarko, or Friend schools:
1. The candidate MUST secure verbal permission from the school principal and classroom teacher, then turn in handwritten forms to the instructor. In NO instance are handwritten forms to be submitted to any principal or teacher for approval.
2. The instructor will then return typed Placement Request forms to the candidate.
3. It becomes the candidate's responsibility to secure the principal's and classroom teacher's signatures, and return the forms to the instructor by the 5th week of classes.
The instructor will obtain appropriate signatures of all final typed requests for Chickasha, Verden, Ninnekah, Amber-Pocasset, Pioneer, Anadarko, or Friend schools.
Candidates will observe a minimum of 10 clock hours during the 6th-9th weeks of the trimester and a minimum of 10 hours during the 9th-14th weeks of the trimester in a different school setting and level. If there is a conflict due to illness (candidate’s or teacher's), parent-teacher conferences, professional days, school break, etc., it is the candidate's responsibility to reschedule the observation. Observation of a substitute is allowed (once) with verbal authorization from the principal and substitute. If a substitute is observed, the substitute should initial your field record on the date you observed. Note: observations may NOT be done in classes with family members of the observer, nor during any time spent in the classroom for which the candidate is paid, i.e., substituting. The observations should take place during instructional time, i.e. NOT during recess or lunch.
The class will meet on campus during the designated final exam period for submission of required materials and completion of final activities. Attendance is mandatory.
VI. CONTRIBUTIONS TO PROFESSIONAL EDUCATION COMPETENCIES
Satisfactory completion of the requirements of this course may contribute to the following General Competencies for Licensure and Certification:
1. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
2. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary.
3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners.
4. The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students' development of critical thinking problem solving, and performance skills and effective use of technology.
7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students' abilities and differences, and the community; and adapts instruction based upon assessment and reflection.
8. The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/ learning process ensuring the continuous intellectual, social and physical development of the learner.
9. The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth.
VII. COURSE OBJECTIVES - After study and class lecture/discussion, you will be able to:
Chapter One: The Teaching Process
1. Identify and describe the three major roles performed by teachers.
2. Define and differentiate between teaching and reflective teaching.
3. Describe decision making and its importance to the teaching-learning process.
4. Differentiate between theoretical knowledge and active knowledge.
5. Identify the teaching skills necessary for effective teaching at the elementary and secondary level.
6. Explain the importance of effective planning and describe the six/seven sequential steps to the
planning process.
7. Identify and describe various generic teaching skills.
8. Discuss how professionalism relates to observers.
9. Identify and describe the various educational proposals for improving the quality of education.
Chapter Four: Writing Objectives
1. Provide valid reasons for stating instructional objectives.
2. Define and contrast educational goals, informational objectives, and instructional objectives.
3. Name and define the four components that make up a properly written instructional objective.
4. Name and describe the three domains of learning.
5. Classify given objectives as being cognitive, affective, or psychomotor.
6. Write informational objectives related to the cognitive, affective, and/or psychomotor domains.
Chapter Five: Selecting and Designing Instruction
1. Identify and describe the three broad hierarchical levels of learning.
2. Define a concept and describe the two kinds of concepts and strategies for teaching and
learning concepts at the different levels of difficulty.
3. Define thinking, and differentiate among the various categories of thinking skills.
4. Describe creativity, the four stages of creative thought, and the difficulties that can hinder
the creative process.
5. Describe different approaches that can be used in teaching thinking skills and the eight
behaviors that exemplify “non-thinking.”
6. Describe the different kinds of planning and the various key components associated with each.
7. Describe the four variables that should be considered in the selection of an appropriate
instructional strategy.
8. Differentiate between teacher-centered and student-centered modes of instruction, and
describe at least ten different methods associated with these two modes.
9. Differentiate between the traditional and mastery learning models of instruction.
Chapter Ten: Planning the Evaluation
1. Explain the dual role served by the evaluation process.
2. Explain the importance of evaluation in the learning process.
3. Compare and contrast diagnostic, formative and summative evaluation.
4. Describe the six sources of evaluative information.
5. Discuss the use of performance assessment and portfolios in student evaluation.
Chapter Eleven: Making Systematic Observations
1. Compare and contrast nonsystematic and systematic observation.
2. Differentiate between objective data and subjective data.
3. Explain the purposes of systematic observation.
4. Identify procedures an observer should follow in making systematic observations.
5. Write accurate, objective reports of observational experience.
VIII. COURSE OUTCOMES
During this course of study, you will:
A. Acquire a better understanding of the role of the teacher in the teaching-learning environment.
B. More accurately understand the influencing variables in the real world of teaching and learning.
C. Acquire knowledge and competency in various generic teaching skill areas.
IX. COURSE REQUIREMENTS
1. Each candidate is expected to attend ALL class meetings and participate in class
discussions/activities. See XI. Policy Statement concerning missed classes .
2. Each candidate will have a teacher/principal signed authorization form on file with the
instructor prior to beginning the classroom experience.
3. Each candidate will complete and submit a handwritten study guide for the final exam
(addresses SDE competencies 4,7,8).
4. Each candidate will complete and submit an objective activity sheet (addresses SDE
competency 7)
5. Each candidate will pass the final comprehensive exam with a minimum of 70% competency.
6. Each candidate will submit an observation folder (NO ring binders, please; folders with
brads and pockets only!) which will include: Use the information below as a check sheet
to make sure you have everything:
***Bound into a folder to be returned to you for placement in Part II of your
Professional Portfolio file box (the instructor will announce the pick-up procedure):
a. A completed field experience record, signed by both teachers, verifying a minimum of 20 hours observed.
b. A typed summary report following the directions in the course supplement (addresses SDE competencies 1,2,3,4,7,8,9)
c. The completed portfolio copy of the diversity record sheet (form in supplement).
See www.schoolreportcard.org for ‘%free/reduced lunch’ socioeconomic indicator
d. Observation journal with a handwritten entry for each day of observation
(addresses SDE competencies 1,2,3,4,7,8,9).
e. Completed Policies/Plans Survey concerning school safety and violence prevention
for each observation site (form in supplement).
f. A completed Technology Survey for each site (form in the course supplement).
g. Handwritten answers to study guide questions.
h. Copies of placements.
***In the front pocket of the folder to be retained for USAO files:
A. A copy of the completed field experience record, signed by both teachers, verifying a
minimum of 20 hours observed.
B. A copy of the typed summary report as described in the course supplement
(addresses SDE competencies 1,2,3,4,7,8,9)
C. The completed USAO file copy of the diversity record sheet (form in supplement).
D. A copy of the completed Policies/Plans Survey for each site
E. A copy of the completed Technology Survey for each site
7. Each candidate will attend the designated final exam class period and orally report on their experiences.
8. Each candidate will distribute evaluation check sheets to each observation teacher along with a stamped envelope addressed to Dr. Nancy Hector, USAO 1727 West Alabama Avenue, Chickasha OK 73018-5322.
9. Each candidate will conduct herself/himself in an exemplary manner while in the professional school setting.
X. EVALUATION CRITERIA
This is a pass/fail class. To receive a passing grade, you must fulfill all of the course requirements identified in IX above.
In the event you receive an “I” (incomplete) it is your responsibility to make contact with the instructor to satisfactorily complete requirements. This must be done by the end of the next, full, academic semester (Fall, 07), or the grade will be changed to a grade of NP.
Remember, a grade of “I” is assigned only as a result of conditions not under the control of the student.
XI. POLICY STATEMENT
It is the candidate's responsibility, when tardy, to make sure the instructor credits attendance. A candidate may attend a different section the same week, if necessary, making sure the instructor is aware of the attendance. Field I sections meet Wednesday at 8:00 a.m. and Thursday 3:00 p.m.
Weeks I – V and during the Final Exam time for this class..For a class absence during the trimester, the candidate will contract with the instructor an assignment to make-up the missed class. This should be done before observations commence. Missing more than one class period will require withdrawal from the class, unless special permission is granted due to extremely unusual circumstances.
If the Exit Exam is not passed with 70% or higher by the end of week seven of the current semester, the student must drop the course or receive a grade of NP, unless special extension is granted due to extremely unusual circumstances.
The candidate, as an observer in the public schools, is a representative of USAO and as such is expected to behave in a professional manner, being prompt and courteous, dressing appropriately, abiding by school policy, contacting the school in advance when unforeseen circumstances result in tardiness to or absence from an assigned observation, making arrangements at the convenience of the teacher to make up any missed observations. The candidate will maintain strict confidentiality about the observations.
XIII. TENTATIVE COURSE CALENDAR
Week Topics/Activities Read Before Class Assignment Due
1 Introduction: Syllabus and
course overview
2 The Teaching Process Chapter 1 REQUEST FORMS DUE
Making Systematic Observations Chapter 11 Handwritten study guide responses
for Ch. 1. and 11
3 Writing Objectives Chapter 4 Handwritten study guide responses
Selecting and Designing Instruction Chapter 5 for Ch. 4 and 5
4 Planning for Evaluation Chapter 10 Handwritten study guide responses
for Ch. 10 (keep a copy to study
for exam)
5 FINAL EXAM – chapters 1, 4, 5, 10, 11 Pre-Observation Paperwork and
Placements confirmed
6 Check exam score with the Instructor.
If necessary, schedule retake.
6-14 Observations in public schools
15 (final exam week): Monday, April 16 Field I Folder with all required forms and paperwork due—
see Course Requirements, item 6
NOTE: No class meeting on Monday. Submit folder to Dr. Brickman or Dr. Hector in office.
15 Required attendance for campus discussion of experiences during the time scheduled for the Final Exam
#Wednesday, 8:00 a.m. section Final Exam Time meets Wednesday, April 18, 2006, 9:40 a.m. – 11:10 a.m.
#Tuesday, 1:30 p.m. section Final Exam Time meets Thursday, Apr. 19, 2007, 11;20-12:50a.m.
NOTE: The Evaluation Checklists mailed from each of the classroom teachers should reach the instructor (in that stamped, addressed envelope) before the end of final exam week.